E-Campus Working Groups (EWG)

Photo of people in a professional setting gathered around a table looking at the camera and smiling with text that reads: E-Campus Working Groups ECCOE Photo of people in a professional setting gathered around a table looking at the camera and smiling with text that reads: E-Campus Working Groups ECCOE

What is a "Working Group"?

A Miami Regionals E-Campus Working Group (EWG) is a small group of colleagues from different departments across Miami University Regionals coming together as a learning community to investigate important new areas of work knowledge and new approaches to traditional strategies in online learning.

EWG members focus on a specific area of study, in which the community supports each other, shares information, and works together to advance their field. Additionally, EWG participants who successfully complete the learning community experience earn $250 in professional development stipends.


Why Join a Miami Regionals E-Campus Working Group?

Watch Thomas Morgan, Rebecca Eaton, and Tsuneo Ferguson share their experiences with being a member of an EWG.

Fall Semester 2019 E-Campus Working Groups

Creating Accessibility for All

Facilitated by Pruthvi Patel, Regional E-Campus and Karen Yates, Regional Student Disability Services

TUESDAYS | 9-11 AM | MOS 532B

Dates: Oct 8, 22, 29, Nov 5, 19, Dec 3

63% of students with disabilities rate their institution’s support of accessible or adaptive technology as good or excellent. Let’s raise that number! The Creating Accessibility for All EWG will present an opportunity to become more familiar with how to incorporate accessibility when working with students and each other, by focusing on accessibility principles and guidelines, as well as strategies and tools for creating accessible materials in your work.

To apply, connect with Robyn Brown, E-Campus Coordinator for E-Faculty Engagements, via phone at 513-217-4119 or email at ecampushelp@miamioh.edu.

Focus

As a result of engaging in this EWG, participants will be able to:

  • Understand the different laws regarding accessibility in higher education
  • Explain the importance and benefits of designing accessible materials for people with disabilities
  • List common barriers experienced by people with disabilities
  • List the different types of accommodations MUR encounters most often for students with disabilities
  • Apply basic UDL strategies to make materials more inclusive.
  • Apply basic principles of accessibility during the preparation of web content, text-based documents (PDF, Word, Docs), and video.
  • Apply Canvas functions and strategies to accommodate students in need of extended time on assignments.
  • Learn about the MUR resources available to faculty, staff, and students with disabilities.

Topics to Be Covered

  • Accessibility overview - laws, guidelines, barriers, and benefits
  • Different types of accommodations we encounter most often for students with disabilities
  • Web accessibility
  • Content authoring
  • Images and multimedia
  • Creating accessible documents (PDF, Word, Docs)
  • Creating closed captioning and transcripts
  • Canvas LMS functions and features
  • Accessibility checkers

Group Activities

  • 12-week duration; starting the week of October 8 and meeting roughly bi-weekly throughout the remainder of the term.
  • 6 working meetings (Oct 8, 22, 29, Nov 5, 19, Dec 3); including (but not limited to): presentation, demonstration, conversation, facilitated guidance, practice sessions.
  • Reading guides on accessibility
  • Guest speakers

Outcomes and Expectations

In order to successfully complete the EWG, participants will be required to:

  • Attend and participate in a minimum of 5 of the 6 scheduled meetings.
  • Create at least one example for each of the types of accessible materials presented (e.g. accessible text-based document; video with closed captions, web design (via email, webpage, Canvas page, etc)
  • And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
    • Create job aids or ‘how-to’ guides
    • Write a ‘quick read’ article
    • Record a video
    • Present at a department meeting, E-Campus event, or alternative
    • Share what you’ve done through social media channels
    • Mentor a first-year faculty/instructor
    • Create examples and templates
    • ...and additional possibilities

Increasing Online Instructor Presence

Facilitated by Jill Gomez, Languages, Literatures, and Writing

WEDNESDAYS | 3-5 PM | MOS 316

Dates: Oct 9, 23, 30, Nov 13, 20, Dec 4

The Increasing Online Instructor Presence E-Campus Working Group (EWG) will present an opportunity to build a more valuable instructor-student relationship by using practices that foster student engagement and improve academic achievement through intentional instructor presence. This EWG’s goal is to build and/or expand a faculty member’s toolbox of techniques and practices to best humanize the relationship between student and instructor in online environments. This EWG will focus on the importance of instructor presence online by exploring Canvas features such as prework modules, various modes, and types of feedback, and discussion boards. Participants will also focus on communication strategies via email and other means such as Canvas Announcements.

To apply, connect with Robyn Brown, E-Campus Coordinator for E-Faculty Engagements, via phone at 513-217-4119 or email at ecampushelp@miamioh.edu.

Focus

As a result of engaging in this EWG, participants will be able to:

  • Identify the theoretical basis for the importance of instructor-student engagement in the online environment
  • Examine successful practices of instructor presence in the online environment
  • Create modules, screencasts and videos, discussion boards, and feedback in order to be more visible to students
  • Increase communication with students
  • Explore possible solutions to the challenges of instructor presence in the online classroom

Topics to Be Covered

  • Theoretical basis for instructor presence in courses with web-based features
  • Pre-semester communication plans
  • Introductory Canvas prework modules
  • Recurrent and enhanced communication
  • Various modalities of feedback in Canvas
  • Discussion board best practices
  • Solutions for challenges and barriers to online instructor-student relationships

Group Activities

  • 12-week duration; starting the week of October 9 and meeting roughly bi-weekly throughout the remainder of the term.
  • 6 working meetings (Oct 9, 23, 30, Nov 13, 20, Dec 4); including (but not limited to): conversation, review of scholarly sources, presentation and demonstration, experiential practice.
  • Reading guides on instructor presence
  • Relating philosophical and practical approaches to instructor visibility
  • Guest speakers

Outcomes and Expectations

In order to successfully complete the EWG, participants will be required to:

  • Attend and participate in a minimum of 5 of the 6 scheduled meetings.
  • Create at least one example for, or otherwise demonstrate, each of the tools presented (e.g. creating prework modules, enhancing communication, etc.) by the end of Fall term.
  • And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
    • Create job aids or ‘how-to’ guides
    • Write a ‘quick read’ article
    • Record a video
    • Present at a department meeting, E-Campus event, or alternative
    • Share what you’ve done through social media channels
    • Mentor a first-year faculty/instructor
    • Create examples and templates
    • ...and additional possibilities

Teaching with Canvas: Getting Started

Facilitated by Thomas Morgan, Languages, Literatures, and Writing

WEDNESDAYS | 2-4 PM | MOS 316

Dates: Oct 2, 16, 30, Nov 6, 20, Dec 4

The Teaching with Canvas: Getting Started E-Faculty Working Group (EWG) will present an opportunity to become more familiar with the Canvas learning management system (LMS) as a technology supporting teaching and learning. The goal of the ‘Canvas: Getting Started’ EWG is to help faculty more effectively use Canvas while simultaneously increasing students’ satisfaction with their learning experiences. Tailored to newer-to-Canvas users, this EWG will focus on course set-up features and functions that are built into the LMS (e.g. Regionals templates, modules, gradebook, etc.). Participants will also focus on utilizing time-saving features and best practices for using Canvas to teach face-to-face, hybrid, and online courses (e.g. SpeedGrader, feedback options, instructor presence, etc.).

To apply, connect with Robyn Brown, E-Campus Coordinator for E-Faculty Engagements, via phone at 513-217-4119 or email at ecampushelp@miamioh.edu.

Focus

As a result of engaging in this EWG, participants will be able to:

  • Enhance or create a more robust Canvas course template for a face-to-face class
    • Course may include features such as the Regionals template, modules, Canvas quizzes, Canvas assignments with clickable rubrics, weighted grades, or more
  • Locate and utilize Canvas guides for instructors and for students
  • Identify multiple ways to provide student feedback through Canvas
  • Use programs such as Proctorio and TurnItIn to promote academic integrity

Topics to Be Covered

  • Theoretical basis for instructor presence in courses with web-based features
  • Preparing for the semester
  • Course set up (for face-to-face courses)
  • Creating continued instructor presence (for hybrid/online courses)
  • Using Gradebook and SpeedGrader features
  • Providing student feedback through Canvas
  • Promoting academic integrity

Group Activities

  • 12-week duration; starting the week of October 2 and meeting roughly bi-weekly throughout the remainder of the term.
  • 6 working meetings (Oct 2, 16, 30, Nov 6, 20, Dec 4); including (but not limited to): conversation, course planning, review of scholarly sources, review of Canvas settings and features.
  • Reading guides on Canvas/Instructure features
  • Relating philosophical and practical approaches to personal work in online courses
  • “Power User” guest speakers

Outcomes and Expectations

In order to successfully complete the EWG, participants will be required to:

  • Attend and participate in a minimum of 5 of the 6 scheduled meetings.
  • Create at least one example for, or otherwise demonstrate, each of the strategies presented (e.g. setting up Modules; using Regionals Template, etc) by the end of Fall term.
  • And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
    • Create job aids or ‘how-to’ guides
    • Write a ‘quick read’ article
    • Record a video
    • Present at a department meeting, E-Campus event, or alternative
    • Share what you’ve done through social media channels
    • Mentor a first-year faculty/instructor
    • Create examples and templates
    • ...and additional possibilities

Teaching with Canvas: The Flipped Classroom

Facilitated by Leah Henson, Languages, Literatures, and Writing

TUESDAYS | 1-2 PM | MOS 316

Dates: Oct 1, 8, 22, Nov 5, 19, Dec 3

This E-Faculty Working Group (EWG) will present an opportunity to become more familiar with using the Canvas learning management system (LMS) to support a flipped or inverted classroom, while simultaneously increasing students’ satisfaction with their learning experiences. Participants will focus on focus on course set-up features and functions that are built into the LMS built-in Canvas features such as; Regionals template, quizzes, assignments, etc., as well as utilizing modules to organize lecture material and course assignments into thematic or chapter units.

To apply, connect with Robyn Brown, E-Campus Coordinator for E-Faculty Engagements, via phone at 513-217-4119 or email at ecampushelp@miamioh.edu.

Focus

As a result of engaging in this EWG, participants will be able to:

  • Enhance or create a robust flipped course template for a face-to-face class
    • Course may include features such as the Regionals template, modules to organize lecture material and assignments, Canvas quizzes or assignments for students pre- and post-class, and more
  • Locate and utilize Canvas guides for instructors and for students
  • Identify multiple ways to provide lecture material through Canvas

Topics to Be Covered

  • Preparing for the semester
  • Course set up (Regionals template, modules, etc.)
  • Providing lecture material through Canvas
  • Promoting academic integrity

Group Activities

  • 12-week duration; starting the week of October 1 and meeting roughly bi-weekly throughout the remainder of the term.
  • 6 working meetings (Oct 1, 8, 22, Nov 5, 19, Dec 3); including (but not limited to): conversation, course planning, review of scholarly sources, review of Canvas settings and features.
  • Reading guides on Canvas/Instructure features
  • Relating philosophical and practical approaches to the flipped classroom
  • “Power User” guest speakers

Outcomes and Expectations

In order to successfully complete the EWG, participants will be required to:

  • Attend and participate in a minimum of 5 of the 6 scheduled meetings.
  • Create a Canvas template for a flipped course by the end of the Fall term.
  • And, working in collaboration with E-Campus, share lessons learned, tips, tricks, and/or strategies with colleagues through at least one of the following:
    • Create job aids or ‘how-to’ guides
    • Write a ‘quick read’ article
    • Record a video
    • Present at a department meeting, E-Campus event, or alternative
    • Share what you’ve done through social media channels
    • Mentor a first-year faculty/instructor
    • Create examples and templates
    • ...and additional possibilities